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Archive with last of tag-string W104


3V0728.01 [Robby…lookit] vocative + verb example (plus others) (1/20/80)

Another example of a vocative-verb to element structure. Peggy, just
now, (1/29/80) came out with another, more directly comparable to
‘Mimi…did-it’), she carried a book to Robby and said ‘Robby, do-it.’


3V0728.01 CAUSE – toilet training; cause, agent, effect (1/20/80)

We have tried to interest Peggy in using a small toilet. She plays with it,
pushing around the house, chasing the dog with it, and so forth –
investigating the removable pot and peering at it every which way. Now
she knows the clothes come off before using the toilet and that one sits
down over the hole, but doing so distresses her, perhaps frightens her
about falling through. (She sits on it only with the lid down.)
Another aspect of this toilet training situation has been my suspicion
(based on my own recollections from infancy) that Peggy might not
know that SHE shits in her diapers, ie. she might not connect at all any
activity or somatic feelings of hers with the appearance of feces in her
diapers. Recently I had asked her, when she requested a diaper change
and it was filthy, whether she had shit in her diapers. She uniformly
answered ‘no.’ Today she came over and said, ‘Diaper change…shitty.’
‘Did you shit in your diapers ?’ I asked. When Peggy answered, ‘Yes,’ I
continued ‘Why didn’t you shit in the toilet ?’ Peggy replied, ‘ ‘Cause.’


3V0728.03 [take X] Central note on syntax development: Anchored on verb “take”; following agent is variable. The phrases (sentences) made of two
elements; they have internal pauses deleted. (1/20/80)

Miriam brought to my attention today what I expect to be primary
evidence for the pause deletion development of Peggy’s speech. Miriam
reported that Peggy was pulling Scurry around by her leash and said,
‘Take Mimi. Take Mommy. Take Robby. Take Daddy.’ talking to
herself. This production is anchored on the verb ‘take’ and varied by
the object of the verb. The phrase is clearly made of two elements and
is one I interpret as variablizing, explicitly and consciously, the
contexts in which the verb may be used. I call this anchoring with
variation. What is most striking is that these phrases have internal
pauses deleted, and thus they have more the appearance of phrases
(about whose structure one may inquire) than of sequences of
disconnected words. This anchoring with variation seems to have
appeared first with the use of ‘bye’ as Gretchen will describe it.


3V0728.04 [to-me]: another bound preposition (1/20/80)

Asking for a xxxttle (candy) Peggy held out her hand and commanded,
‘to me.’ Gretchen.


3V0729.01 [bye, X] -> [bye chair]…[bye table]…[by stairs]…(as bedroom entered)
[bye bed] [bye culdy]…bye Robby… bye Mimi…(bob, from afar, “what
about daddy?”) bye daddy] [bye house…bye car…bye trees…bye house
(a neighbor, the car now moving)

Going upstairs to have her diapers changed, Peggy recited a litany as we


3V0731.01 At the Childrens’ Museum (1/23/89)

Peggy and the rest of us came to Boston for her birthday. My reasons
for proposing this trip were that I though she would enjoy the infant’s
castle at the children’s museum, to introduce her to the Kuehnle’s, and
to introduce her to Logo. We all went to the children’s museum for
about an hour and a half. While the others roamed about at will, Peggy
and I stayed at the infant’s castle. I stayed out of her way, but joined in
play when ever she asked for help. She played with a toy ‘phone and a
set of plastic shapes that could be fitted together to make a string.
Other toddlers came in small numbers. Peggy was neither gregarious
nor inclined to avoid them. She played quietly, exploring the castle in a
low key way. The most exciting things to her were finding an armadillo
in an inset box with a glass front. Peggy called me to see it and
announced that she had found a ‘giraffe’. Later, the area suffered
invasion by a Brownie troop. The kids ran all over the place – for them
the slide was the main attraction. Robby and Miriam joined us. They
led Peggy up the two levels of the castle to the top of the slide and
taught her how to get started. She came down fast the first time and
inclined to fall backward. I caught her at the bottom. Many more
times she decided to slide when the deluge of brownies roared by.
That afternoon we had a small party at the lab. An ice cream cake went
far enough for all those we could scare up to have seconds and more.
A quiet, pleasant little party. In the evening, we went to Kuehnle’s
where Peggy was well behaved but quite inclined to pick up various
things they had left lying around.

Peggy slept with me overnight, hard getting to sleep because she was
over-tired. Peggy cried and carried on but slept soundly once
comforted. I recall little of Peggy’s activities the next day. She was
tended primarily by the kids and Gretchen.


3V0733.01 [chin hurts] Variation anchor, abetted by questioning. (1/25/80)

Peggy somehow hurt herself, and when asked what was the matter,
replied, ‘Chin hurts.’ A few days previously, as I was changing her
diaper, I became aware that she was talking away.
P : ‘…neck….hurt (or hurts, I could not notice)…’
G : ‘Your neck hurts, sweety ?’ I asked.
P : ‘No…tomac’
G : Oh, your stomach hurts ?
P : Knee
At first, I was confused by this litany, thinking her neck hurt, then
assuming her locution meant ‘I hurt my neck at some time in the past
(or my neck hurt…) But it seems that this was an example of variation
on an anchor, abetted by my questioning to find if anything was
seriously wrong. Gretchen.


3V0733.02 More variations. (1/25/80)

Over the past few days, Peggy has been using the words ‘many’ and
‘more’ in various contexts. Example : sitting on my lap, Peggy looked
up at the picture illustrating Chaucer’s Canterbury pilgrims, and
P : ‘Many (unclear).’
G : What ? What did you say ?
P : Many horses.
G : Oh yes, Many horses.
Another day or so later at dinner, Peg said ‘More potatoes’ (a request
for another helping).


3V7033.03 More variations and pause deletions; noun-noun structure (1/25/80)

Peggy, Gretchen, and I drove over to Clinton to retrieve Scurry from the
kennel. As we rode along, I tried explaining my views of the
importance of Peggy’s variations and pause deletions. Peggy was more
interested in my furry gloves. She asked for them (they were on the
dash). ‘Gloves…on ?’ I responded ‘Gloves off.’ She tried again,
‘Gloves…on ?’ Again I refused, ‘Gloves off’ I can’t certainly recall her
deleting the pause here, but she may finally have done it, but I cite this
more as an example of how this simple social interchange can both
precede anchoring with variation and enhance the gradual development
of pause deletion.

When the dog was retrieved and came into the car, Peggy petted her,
and I asked ‘How’s our old poochie poo ?’ Peggy responded
‘Name…dog.’ This is significant both as an example of a known general
noun applied appropriately (similar to her use and exemplification of
the term ‘joke’ a few days previously) and as an example of a noun-
noun structure, different from her more common verb-noun pattern of
her speech.

Driving home, Peggy provided another example of variation. Something
dropped from the dash — perhaps a glove. Peg remarked ‘fall
down…fall sleep.’


Peggy Study, Panel P104

Themes: Choices, Objects, Siblings, Reading
Source: (Lawler); date: 1/21/1980

Title Peggy at Two Years
Text commentary: these clips show that however much one made plans for Peggy, her choices shaped and often determined what was done; for such reasons, case study and probing the zone of proximal development via the child’s interest are central development study methods.

P104A Her Choices 22mb

P104B Standard Objects 20mb

P104C Shapes Filling Box 32mb

P104D Blocks & Miriam 22mb

P104E1 London Bridge & Rob 17mb

P104E2 More Books & Rob 25mb

P104E3 After Books & Rob 9.7mb